Online Course Design 2008: Instructional Design Strategies for Online Courses

Using Blooms Taxonomyi for Objective Development http://online-coursedesign.pbworks.com/w/browse/#view=ViewAllObjects Using Blooms Taxonomyii for Objective Development
The Taxonomy of Educational Objectives, often called Bloom's Taxonomy, is a classification of the different objectives and skills that educators set for students (learning objectives). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive. Like other taxonomies, Bloom's is hierarchical, meaning that learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels (Orlich, et al. 2004). A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education. During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. The graphic is a representation of the NEW verbiage associated with the long familiar Bloom's Taxonomy. Note the change from Nouns to Verbs to describe the different levels of the taxonomy. The new terms are defined as: Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Applying: Carrying out or using a procedure through executing, or implementing. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. Evaluating: Making judgments based on criteria and standards through checking and critiquing. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Blooms taxonomy, originally developed to support assessment, can be used in many different ways, one of which is to assist in the development of learning objectives for an online course. Blooms Leveliii Asks: Objective Keywords

Veronica Diaz, PhD.

Online Course Design 2008: Instructional Design Strategies for Online Courses

Can the student recall or Remembering remember the information? :

define, duplicate, list, memorize, recall, repeat, reproduce state

Can the student explain ideas or classify, describe, discuss, concepts? explain, identify, locate, Understanding recognize, report, select, : translate, paraphrase Can the student use the information in a new way? Applying: choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test appraise, argue, defend, judge, select, support, value, evaluate assemble, construct, create, design, develop, formulate, write

Can the student distinguish between the different parts? Analyzing:

Evaluating:

Can the student justify a stand or decision? Can the student create new product or point of view?

Creating:

Blooms digital taxonomyiv below, another use interpretation of Blooms revised taxonomy, can be used to get ideas on how to apply technology to each of the learning levels.

Veronica Diaz, PhD.

Online Course Design 2008: Instructional Design Strategies for Online Courses

Veronica Diaz, PhD.

Online Course Design 2008: Instructional Design Strategies for Online Courses

Blooms Taxonomy and Objective Development Worksheet Using the guides above, begin drafting objectives for your online course and include the Blooms Taxonomy learning level that you think might be addressed. We will use the objectives and Blooms levels here to continue our work in Mapping Your Course: re(Designing) a Course into Modules for Online Delivery. Objective Blooms Level Addressed

Veronica Diaz, PhD.

Online Course Design 2008: Instructional Design Strategies for Online Courses

Objective

Blooms Level Addressed

Veronica Diaz, PhD.

Online Course Design 2008: Instructional Design Strategies for Online Courses

Objective

Blooms Level Addressed

Veronica Diaz, PhD.

Online Course Design 2008: Instructional Design Strategies for Online Courses

Mapping Your Course: re(Designing) a Course into Modules for Online Delivery
The design or redesign process for a course to be delivered online may begin at various stages of instructional or curricular development. Some courses may be currently delivered in a face-to-face or hybrid format, and require redesign into an online delivery mode, while others are being designed for the first time. Regardless of the re(design) starting point, modularizing a course can greatly assist in the design process and also in developing a quality online course.

Example of a Face-to-Face Module in a Research Methods Course

Module: Identifying a topic for the research proposal and writing a hypothesis and research questions Objectives What the Instructor What the Learner Does Does Review examples of former Read various previous Generate students past research students research possible proposals; provide students proposals; investigate topic(s) for with various online professional associations of theses / resources related to current interest and their research issues related to their publications to identify project professions of interest current issues in their proposals on professional fields of current issues interest; develop a list of 3of professional 5 topic areas to research interest for proposal topic Develop research questions and hypotheses around their research topic Demonstrate the process undertaken in other proposals to collect research in a few areas and develop a new area for investigation, which builds on previous work; provide examples of other hypotheses and research questions as models; provide a rubric to use in evaluating the connection between hypotheses and research questions Read various articles in their area of professional interest; begin to identify areas unaddressed in existing research; identify variables to be used in their hypothesis and establish relationship between them; formulate hypothesis; draft questions that will address various facets of hypothesis

Veronica Diaz, PhD.

Online Course Design 2008: Instructional Design Strategies for Online Courses

To begin the process of modularization, consider a course that you might be designing or redesigning into an online format. Identify each of the course objectives. Note that objectives are typically granular, action-oriented, and more specific than course goals, which may be more general in describing what students are meant to accomplish. Take a moment to consider what the instructor does to support or meet those objectives and what the student is asked to do to meet those objectives. Module: Objectives What the Instructor Does What the Learner Does

Next, select a portion of those objectives to be used in the (re)design process; objectives selected should be enough to form a module, or 1-3 weeks of content. Modules should be somewhat self-contained units of instruction; a course typically has 4-7 modules. Use additional sheets as necessary.

Veronica Diaz, PhD.

Online Course Design 2008: Instructional Design Strategies for Online Courses

Module: Objectives What the Instructor Does What the Learner Does

Veronica Diaz, PhD.

Online Course Design 2008: Instructional Design Strategies for Online Courses

10

In an online course, an instructor has the ability to diversify the way in which a student interacts with content. For instance, an instructor may use any of the following methods or tools: lecture, readings, activities, research, writing, projects, discussions, demonstrations, multimedia, cases, assessments or others. Below is an example of a module or section of the face-to-face course example above that has been (re)designed into an online format.

Example of an Online Course Module

Module: Develop a hypothesis and research questions Objectives Activities Write a Online discussion: briefly discuss the topic area of hypothesis interest to you, tell us what you have found in previous research on your topic and what your study might contribute that is new. View short 15-minute video lecture describing the process of identifying variables related to your topic. Online assignment: post the variables that you have identified in your topic of interest and propose what the relationship might be between them (i.e., positive linear, negative linear, no relationship); instructor will provide feedback and approve variable relationships. Write a paragraph or two describing your hypothesis to include the variable relationships. Online discussion: post your hypothesis to the discussion board and provide feedback to 2 other posted hypotheses. In your feedback, clearly state what works and what could be improved in the posted hypothesis. Write 5-7 research questions supporting the hypothesis Online assignment: review at least 3 articles from your earlier literature review and identify the research questions contained in those studies; submit those to the instructor along with the articles. Online assignment: using a mind map tool, identify all the questions that you might need to ask to prove or disprove your hypothesis and clearly identify the portions or areas of your hypothesis to which the questions are related. Online discussion: post your research questions and your hypothesis; using the research question rubric provided, rate 2 other students research questions and hypotheses; use the feedback you received to make improvements to your research questions and your hypotheses and submit for grading to the

Veronica Diaz, PhD.

Online Course Design 2008: Instructional Design Strategies for Online Courses

11

dropbox.

Veronica Diaz, PhD.

Online Course Design 2008: Instructional Design Strategies for Online Courses

12

Using the course module that you mapped out above, select objectives for 1 module and insert them below. Consider the many ways that you can diversify the delivery of your content: lectures, readings, activities, research, writing, projects, discussion, demonstrations, multimedia uses, cases or assessments to name a few. With this in mind, describe what the instructor and student role will be in meeting the objective. Next, think about what area of the Blooms taxonomy1 is targeted in the activities for that objective. Finally, determine the relationship of your objectives to other objectives in the module and to the course goals or other content in the course. In other words, how well does this content align or support the rest of the course. Course Module: Cla ss # Objectiv es Instructor activity Student activity Blooms Taxono my Relationship to module objectives; relationship to other content

See Blooms Digital Taxonomy in your resource binder or CD. Veronica Diaz, PhD.

Online Course Design 2008: Instructional Design Strategies for Online Courses Course Module:

13

Class #

Objectives

Instructor activity

Student activity

Blooms Taxonomy

Relationship to module objectives; relationship to other content

Veronica Diaz, PhD.

Online Course Design 2008: Instructional Design Strategies for Online Courses

14

Designing a Course for Online Delivery 3 Basic Redesign Steps

Veronica Diaz, PhD, 2008

1. Identify course content for each module. a. Module content may be 1-3 weeks of content. Modules should be somewhat self-contained units of instruction; a course typically has 4-7 modules. 2. Write learning objectives for each instructional module. a. Learning objectives at this level should be action-oriented and measurable, in other words, what will the student be able to do or be doing. What evidence will you receive that the student has met the learning objective? (see resources on wiki under Course re(Design) Resources) b. Continuously as the question, how do my learning objectives align or support the corresponding module and how do they align with course goals? 3. Consider each learning objective or learning objective set (2-5 objectives) and reference instructional strategy possibilities. a. Instructional strategy possibilities: lecture, readings, activities, research, writing, projects, discussions, demonstrations, multimedia, cases, assessments or others. b. In supporting each learning objective, consider i. Assessment techniques and strategies, ii. Resources or materials (see list under 3.a.) to be used, iii. Level and quality of interaction and engagement in the course: instructor to student, content to student, student to student, iv. Learning technologies that could be used (see Bloom's Digital Taxonomy Summary Map available at http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy), and v. Alignment of all components to module and course goals.

Veronica Diaz, PhD.

Online Course Design 2008: Instructional Design Strategies for Online Courses

15

CC 610: Introduction to Research (3 Credit Hours): Fall 2008

General Information Instructor: Office Phone: Slideshare: Office Hours: Course Hours: Email: Fax:

Textbook Methods in Behavioral Research with PowerWeb. Paul C. Cozby (Paperback - 2006) New York: McGraw-Hill. ISBN-10: 0073271314 (used copies ok). Course Description Introduction to Research provides a general research foundation with a focus on research in education. The course will cover the purposes of research, types of research, constructing research designs, techniques for manipulating and controlling variables, procedures for observation and measurement, using questionnaires and interviews, statistical analyses, and writing research reports. Course Objectives Students will: 1. Complete a literature search using ERIC, Educational Abstracts, PsycInfo and other databases. 2. Identify various types of research. 3. Identify strengths and weaknesses of various research designs. 4. Evaluate strengths and weaknesses of studies published in professional journals. 5. Identify major components of research articles. 6. Understand particular statistical methods for various types of research. 7. Understand the ethical issues that pertain to research. 8. Locate research on current topics and areas of professional interest. 9. Design a research study related to their professional field. 10. Write a research proposal on a current professional issue in APA style. Course Structure The course objectives will be accomplished as each student, in consultation with the instructor, completes a hypothetical thesis or research project proposal, including an abstract, table of contents, introduction, literature review, methodology chapter, references and appendices (including documents relating to informed consent, if applicable). Class sessions will typically include lecture, discussion, individual and small-group activities. Students will present an oral defense of their theses or research project proposals at the end of the course. Course Policies 1. Any assignments you have submitted as a requirement for another class may not be submitted for this class. 2. Your assignments are due in accordance with the Course Outline. If you fail to complete or submit any assignment on time, you may be given a grade of zero for that assignment. 3. Your papers must be presented in appropriate style and format. Graduate level written and oral English are mandatory and all of your submitted assignments must be your original work. Your papers are to be typed and include appropriate citations and it is expected that they will have no punctuation or grammatical errors. 4. Academic integrity and honesty are required in all NAU classes. To knowingly represent the words or ideas of another as your own is plagiarism and a major violation of the NAU student code.

Online Course Design 2008: Instructional Design Strategies for Online Courses
5.

16

Your attendance in class is mandatory. Your instructor reserves the right to determine if your absence is an excused absence. Notify your instructor, in advance, if you are unable to attend class. In case of an emergency, notify your instructor as soon as possible after missing a class. You may be withdrawn from this course for excessive absences. You are responsible for all material covered in an excused-absence class. 6. Your participation in class is required. Participation is defined as relevant and consistent contribution in a manner appropriate for a graduate student. Deliverables and Points Deliverable Research Questions/Hypos section (draft due 10/22, final due 10/29) Analytical Framework Review (due 10/29) Introduction section (draft due 10/29, final due 11/5) Anatomy of a Research Question/Hypo questions (due 10/29) Literature review section (draft due 11/5, final due 11/12) Anatomy of an Introduction Section questions (due 11/5) Methodology section (draft due 11/12, final due 11/19) Anatomy of a Lit Review questions (due 11/12) Anatomy of a Methodology Section questions (due 11/19) Course exam (in class on 11/19) Research proposal draft (due 11/26) Research proposal (due 12/1) Oral defense (on 11/26 or 12/1) Total Point Value 20 25 50 15 50 15 50 15 15 75 20 100 50 500

450 - 500 points A = Excellent work, well thought out and there is considerable evidence of critical, original and analytical thinking. Sound rationales. Depth of understanding is highly evident. Effort is well beyond normal expectations. 400 - 449 points B = Very good work. Thinking and understanding that exceeds basic expectations for beginning graduate students. Work is of very high quality. 350 - 399 points C = Satisfactory work, below that expected of master level students. Basic expectations are met, although the thoroughness and depth of thinking can be approved. Only a limited number of C grades are accepted in the program. Below 350 points = A failure to do graduate level work. Vast improvement is needed and the course needs to be repeated. The graduate college does not recognize any course credit where the grade of D or below is earned.

Online Course Design 2008: Instructional Design Strategies for Online Courses

17

Course Outline
This is a tentative schedule. In order to meet the particular needs of this class, the instructor may modify this schedule. Class Objectives Deliverables 1 By the end of class students will be able to: Read Chapters 1, 2, 3 and Appendix A in 10/15 Summarize the requirements of the class. Methods (due 10/22) Identify various types of research. Submit draft of the Research Questions and Hypothesis for the research project proposal (draft Differentiate between basic and applied research. due 10/22, final due 10/29) Generate possible topic(s) for theses / research Complete Analytical Framework Review (to project proposals on current issues of professional be pre-approved by the instructor) (due 10/29) interest. Identify major components of scholarly research articles. 2 10/22 By the end of class students will be able to: Locate research on current topics and areas of professional interest. Complete a literature search using ERIC, Educational Abstracts, PsycInfo and other databases. Evaluate strengths and weaknesses of studies published in professional journals. Understand the ethical issues that pertain to research. Differentiate between quantitative and qualitative research. Summarize the precepts of various research traditions (phenomenology, ethnography, case study, action research, etc.). By 10/29) Submit Introduction (Chapter 1) of the proposal including an introduction to the problem, background of the study, statement of the problem, purpose of the study, research questions and hypotheses, significance of the study, definition of terms, assumptions and limitations, and organization of the proposal (draft due 10/29, final due 11/5) Complete assigned Anatomy of a Research Question questions (due 10/29) Read Chapters 4 and 5 in Methods (due

3 11/4

the end of class students will be able to: Understand the operational definitions of variables. Describe relationships between variables. Differentiate between nonexperimental and experimental methods. Explain the concepts of reliability and validity in research.

Read chapters 7 and 8 in Methods (due 11/5) Submit Literature Review (Chapter 2) of the proposal including pertinent literature as related to the key themes or topics of the research project (draft due 11/5, final due 11/12) Complete assigned Anatomy of an Introduction questions (due 11/5)

Online Course Design 2008: Instructional Design Strategies for Online Courses

18

4 11/5

By the end of class students will be able to: Actively participate in a small-group oral presentation on a chosen methodology (experimental, case study, historical, etc) Apply various survey questioning techniques. Evaluate the appropriateness of questionnaires and interviews to elicit data. Explain interviewer bias. By By the end of class students will be able to: Design a research study related to their particular field. Describe sampling techniques. Identify possible bias in sampling. Evaluate the advantages and disadvantages of various research designs. the end of class students will be able to: Complete the course exam. Explain the process of selecting research participants. Identify types of independent variable manipulations. Identify types of dependent variable measures Analyze and interpret study results. Define the concept of generalization in research. Define the concept of replication in research.

Submit Methodology section (Chapter 3) of the proposal including an introduction that reviews the purpose of the study, description of the methodology, design of the study, sample and population or source of data, instrumentation, method of data collection, method of data analysis and a reference list (draft due 11/12, final due 11/19) Complete assigned Anatomy of a Lit Review questions (due 11/12) Read chapters 9 and 14 in Methods Complete assigned Anatomy of Methods questions (due 11/19) Prepare for course exam over material covered in chapters, and Appendix A of Methods

5 11/12

6 11/19

Course exam (in class on 11/19) Draft of research proposal in APA format including an abstract, table of contents, introduction, literature review, methodology and a comprehensive reference list (due 11/26)

7 11/26

By the end of class students will be able to: Write a research paper on a current professional issue in APA style. Orally defend and present the written research proposal

Final version of research proposal (due 12/1) Oral defense presentation (20 minutes) of research proposals Oral defense presentation (20 minutes) of research proposals Closing

8 12/1

By the end of class students will be able to: Orally defend and present the written research proposals

Based on Blooms Taxonomy Wiki. Forehand, Mary, 2008; The University of Georgia; available at http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy ii Based on Blooms Taxonomy Wiki. Forehand, Mary, 2008; The University of Georgia; available at http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy iii Based on Richard C. Overbaugh, Lynn Schultz, Old Dominion University Blooms Taxonomy Wiki; available at http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm iv Bloom's Digital Taxonomy Summary Map available at http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy